1. Calling ALL Content Teachers
Calling ALL Content Teachers! Let's Close the Academic Language Gap during Integrated ELD... and it is not just SDAIE Strategies!
10;30 3”
” Welcome and Intro of presenters
” the importance of closing the language gap is not just on the ELD teacher. Based on past history, we know that our ELs, especially our Long-Term ELs need academic language to close the gap to be able to successful compete with English native speakers.
This session will explore this further.
Curriculum and Instructional Support

2. Training Norms As colleagues, we agree to: Encourage and support
Silence phones
Withhold judgments
Examine our assumptions and practices
10;33 1”

3. Outcomes
To understand the relationship between content knowledge and academic language development to increase student learning
10;34
1” 4” running
Ask participants to read slide.

4. What’s the Difference? Integrated ELD Designated ELD
10;35 2’ for pair share

5. 10;37 2”
Let’s see how you did with your definitions.
Framework p. 31, The interrelationship between Integrated ELD and Designated ELD is illustrated through the vignettes. At this conference, the vignettes will be showcased in other sessions.

6. Strategy: Think-Pair-Share-Reflect
10:39
TOTAL: 8”
Allow 2” for slide activity.
2” This strategy “Think-pair –share” expands and engages oral discussion-which are strategies that are designed to intentionally and purposefully increase students’ academic language use in a structured way that is appropriate for English learners. Let’s examine Handout #1 is from Jeff Zwiers webpage which explores more thinking and discussion.
An example would be:
1). Explain how academic language helps you interact with your content area.
2) What is Academic Language? Which is what you explored in this activity…
3) What would be the results of using academic language in my content area?
Take 2”for this activity to expand your use of Think-Pair –Share-Reflect by using this handout with the topic Academic Language.
2” for 2 questions from audience
What is Academic Language?

7. What is Academic Language?
“ …the language used in school to help students develop content knowledge, and the language students are expected to use to convey their understanding of this knowledge”
2012 ELD Standards, Appendix C, pg. 5
10:47
1” 17”running
What is academic Language? It is the language of school. It helps develop the the content knowledge through language. This quote comes from the ELD Standards adopted by the CA State Board, 2012.

8. A New Look At Academic Language
“English as a meaning-making resource necessitates an expanded notion of academic language … that encompasses discourse practices, text structures, grammatical structures, and vocabulary, and views these as inseparable from meaning.” 2012 ELD Standards, Appendix C, pg. 5
10:48
1” 18”running
Take a few seconds to read this slide to yourself……
This expanded look at academic language is more than just lists of vocabulary or isolated grammar lessons. Academic Language development necessitates making meaning in context. The writers of the ELD standards looked at past and current research to develop a new focus of academic language.

9. Strategy: Think-Pair-Share-Reflect, HO#2
10: ” running
Handout #2 is from Jeff Zwiers webpage. These dimensions identify the features of text as well as the skills that students need to be able to interact with the text. What dimensions from this handout are a new focus for Academic Language? Take 2”
Now think about the English Learners sitting in your classroom. Which area(s) needs to be scaffold for ELs? Take 2”
What dimensions from this handout are a new focus for Academic Language?
Which area needs to be scaffolded for ELs?

10. Video: Overview of Complex Academic Language
XR6oU By Jeff Zwiers.
Use HO #2 to highlight key
ideas you hear from
Dr. Zwiers.
10:53
This video is 3:04 and introduces Dr. Zwiers explanation of Academic Language. Use HO #2 to highlight key ideas. After the video, spend 4 minutes to debrief concepts.

11. Elements of Academic Language, HO #3
Zwiers, O’Hara and Pritchard
11;00 30”running
4:You heard Researcher Zwiers identify these elements of academic language in the video. These elements are also found in the ELA common core language standards as well as the ELD standards. Complex language consists of the sentence construction and message organization, and strategies that are used to clarify and communicate ideas in a discipline.
Let’s have a preview….Each box in the flow chart, connect with each other. Let’s examine these more closely as they relate to the identified student’s language needs, the Unit lesson objective, the actual text we place in front of the student, the actual task we expect the student to perform, 1. Text (s) Level, 2- Sentence/Clause Level 3- Phrase Level and 4- Word Level Understandings. From the analysis of text and task, you as the professional determine the most pressing language demands. THEN the language objective is written. We then check with with our standards to see alignment and rigor. Since most of our adopted materials are aligned to common core, we should not be off the grid, right? The question would be how to scaffold for Els with strategies.

12. 11:05
2” This is a visual to demonstrate that we are referencing Part II primarily of the ELD standards. It it shows how they are interrelated.

13. Elements of Academic Language, HO #4 and #5
Jigsaw Activity: Number from 1-4.
Read your assigned section, and highlight possible application to your content, HO # 4
Define, HO #5
Share with your group.
11:07
30’
Now we are going to spend some time delving into what the standards in Part II mean by reading sections of ELD Standards and the ELA ELD Frameworks. Number from 1-4 at your tables. 20” to do the reading, highlight possible application to your content. Define terms, HO #5 (ignore last column) Part II of the CA ELD Standards link four levels of understanding to the acquisition of academic language.
11:37 You will share with your group why you have identified the specific examples levels of understanding to the group.
1- Text Level Understandings 2- Sentence/Clause Level Understandings 3- Phrase Level Understandings 4- Word Level Understandings

14. LUNCH !!!
11:45
1 hour for lunch

15. TEXT TYPES
Text Types and their corresponding structures must be taught so that students understand how different texts are organized, and how they support meaning. Teachers analyze texts to determine what linguistic scaffolds are needed..
Examples:
Informational Text; Expository; Tables and Diagrams
Narrative; Literature; Poetry; Stanzas
Argumentative
12:45

16. TEXT TYPE: PROCEDURAL TEXT
STRUCTURE
Sequence of steps, focuses on audience in general, basic structure includes: goal, material, method
FEATURES TO FOCUS ON
Use of headings, subheadings, diagrams, identification of target audience
Use of Connectives/ Signal Words/Transitions as signposts: Sequence-at first, first of all, to begin with, in the first place, at the same time, for now, for the time being, the next step, in time, in turn, later on, meanwhile, next, then, soon, the meantime, later, while, earlier, simultaneously, afterward, in conclusion, with this in mind
Use of active/passive verbs, conjunctions, timeless present tense, conditional tense, imperatives, specific vocabulary
12:46 2”
To introduce you to Procedural text, we see that the structure has a goal, materials or a method is presented. As a reader, we must pay attention to these specific features….when we think of expository text or content text we know we use lots of research, scientific methods, timelines which all require procedural language.
TEXT TYPE: PROCEDURAL TEXT

17. CLOSE READING Straight Line Method It is relatively easy to figure out your Modified Accelerated Cost Recovery System deduction under the straight line method. First, a new depreciation rate is determined for each year in the recovery period. Second, the Straight Line Rate is determined by dividing the number 1 by the total number of unused years remaining in the recovery period at the beginning of the next tax year. The rate is then applied to the unrecovered basis of the property. If the remaining period at the beginning of the next year is less than the one year, then the Straight Line Rate for that year is 100%.
12:48 2”
First read…

18. CLOSE READING Straight Line Method It is relatively easy to figure out your Modified Accelerated Cost Recovery System deduction under the straight line method. First, a new depreciation rate is determined for each year in the recovery period. Second, the Straight Line Rate is determined by dividing the number 1 by the total number of unused years remaining in the recovery period at the beginning of the next tax year. The rate is then applied to the unrecovered basis of the property. If the remaining period at the beginning of the next year is less than the one year, then the Straight Line Rate for that year is 100%.
1:31 3”
Let’s analyze this…
We see the heading identifies a method.
We have transition sequence words…First..second
Conjunctions If…then
Of course, domain specific vocabulary: straight line method/rate, recovery period, unrecovered basis
General vocabulary: relatively, figure out (idiom)

19. Model: Using “A Tool” Remembering Level
Expanding Level, DOK 1, P. 2
Question:
Can you explain______?
Can you explain what is determined each year?
Sentence Frames:
The first step is _____followed by ___and____.
The first step is determine a new depreciation rate followed by dividing the number 1 by the total number of unused years remaining in the recovery period at the beginning of the next tax year and the rate is applied.
1:34 2”
Using this information we can develop questions or incorporate in sentence frames.
Let’s take out your Tool, p. 2. Using the Question frame….

20. TEXT TYPE: Argumentative Text
STRUCTURE
Focus on writer’s attempt to prove something is true or convince the reader to adopt the same viewpoint; in general, basic structure includes: a opinion viewpoint and three supporting details
FEATURES TO FOCUS ON
Use of modals such as should, must, will, could.
Connectives/ Signal Words/Transitions as signposts: at, away from, above all, into, however, in spite of, since, as a result
Conjunctions to link clauses within sentences: and, for, nor, but, or, yet, so…either/or, not only/but, may/but, neither/nor, rather/than, no sooner/than, as much/as, as/as, just as/so
1:36 3”
We jjust examined procedural text..let’s look at Argumentative text.
Think aloud through this slide to be able to apply to the following slide.
TEXT TYPE: Argumentative Text

21. “Declaration of Conscience"
"Mr. President: I would like to speak briefly and simply about a serious national condition. It is a national feeling of fear and frustration that could result in national suicide and the end of everything that we Americans hold dear. It is a condition that comes from the lack of effective leadership in either the Legislative Branch or the Executive Branch of our Government.
1:39
This is the beginning of the speech, from “Remarks to the Senate in Support of a Declaration of a Conscience.” by Margaret Chase Smith,
It is one of the many fine primary source documents from Appendix B, grades 9-10 text exemplars located in Common Core State Standards for ELA & Literacy in History/Social Studies, Science and Technical Subjects.
1:40
Activity With a partner examine the slide and identify the highlighted words .I will give you 3” minutes..
1:43 Did you identify that:
“It” is a condition…the “it” refers to the serious national condition of fear and frustration from the previous sentence. These complex ideas have been collapsed into the IT. This is referred to as nominalization.
that comes…. As a result…..
The read aloud/think aloud is very important for Els. As part of the unpacking or deconstruction of paragraphs and sentences.

22. CLOSE READING: ARGUMENTATIVE TEXT
With a Partner re-read the first paragraph of the last slide of “Remarks to the Senate in Support of a Declaration of a Conscience.”
Discuss and share interpretations of what the writer is trying to “convince” the readers.
What is the message?
1:45
5” fpr partner work. 2 for large group share
THE MESSAGE: The speech was given to address the US Senate on June 1, 1950 in response to Joseph R. McCarthy's accusations about Communist subversives in the government. The overall tone shames the other senators into soul searching. It expresses the hope that the government will find its way back to upholding the individual freedoms that unite and strengthen America.
CLOSE READING: ARGUMENTATIVE TEXT

23. Activity: Using “A Tool” at Creating Level
Emerging Level, DOK 4, P. 12
Question:
What new ideas did you get from the speech?
Can you explain what _______?
Sentence Frames:
These are my new ideas: there is a national feeling of fear, it could result in national suicide, and there is lack of leadership.
If I were _______, I would _______..
1:52 2”
Using the “A Tool for Scaffolding Instruction for ELs” This question was and a sentence. Now it’s your turn!

24. Model: Creating, DOK 4 cont.
Emerging Level, P. 13
Strategies:
Role Playing
Expanding Level
Products:
Create and deliver powerpoints on speech and historical context
1:54
Using the “A Tool for Scaffolding Instruction for ELs”.
What other strategies and products can you identify? Spend 2”
Large group debrief- 3 “

25. BREAK!!
2:00
15”

26. Reading Content Vignette
Activity:
Reading Content Vignette
Read the vignette for your content area.
Highlight how the teacher addresses academic language during the content lesson.
ELA: Grade 10, Examining Diverse Perspectives in World Literature
Science/ELA: Grade 5, Science Informational Research Reports on Ecosystems
Social Studies/ELA: Grade 8, Freedom of Speech: Analyzing Complex Texts Collaboratively
Math: NY Engage, Algebra, The Power of Exponential Growth
2:15
25 minutes to read
10 minutes to share in groups.
Review the slide with participants. Note that the first three vignettes come directly from the ELD/ELA Framework. The Math is taken from NYEngage. .

27. How Do We Create a Language Objective?
Identify language demands:
those messages that may be unclear,
sentence, word or phrase text elements that will require attention because of the level of text difficult, complexity or lack of experience with the type of text.
2:50
THEN, a Language Objective is written based on those needs! Link to ELD standards…..

28. If—Then…provide evidence to support statements.
Elements of
Academic Language,
HO #7
Zwiers, O’Hara
and
Pritchard
2:55
If—Then…provide evidence to support statements.

29. Activity: Re-Reading Content Vignette for Text Demands
Re-Read the vignette for your content area with a partner.
Use your notes from HO # 5 to identify where the teacher addressed text/sentence/clause/phrase/word level understanding.
Identify Text Examples and jot down, HO #5
Use HO #3 to identify language demands based on text.
Write a Language Objective based on demands!
Share!
3:00
Reread- with HO #5…. 20”
Task with HO #3…..20”
Share with another content 5”
Large group debrief 3:45 .

30. http://mas.lacoe.edu 562-922-6332
Magdalena Ruz Gonzalez, Project Director III
Della Larimore, Consultant III
4:00